Acceso usuarios
Teacher knowledge experiment: Testing mechanisms underlying the formation of preservice elementary school teachers’ pedagogical content knowledge concerning fractions and fractional arithmetic
Steffen Tröbst, Thilo Kleickmann, Aiso Heinze, Andrea Bernholt, Roland Rink, Mareike Kunter
págs. 1049-1065
Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings.
Karen Aldrup, Uta Klusmann, Oliver Lüdtke, Richard Göllner, Ulrich Trautwein
págs. 1066-1083
A meta-analytic review of the relationship between epistemic cognition and academic achievement
Jeffrey Alan Greene, Brian M. Cartiff, Rebekah F. Duke
págs. 1084-1111
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.
Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Reinhard Pekrun, Jiesi Guo, Ioulia Televantou
págs. 1112-1126
Short and long-term effects of a mathematics tablet intervention for low performing second graders
Martin Hassler Hallstedt, Torkel Klingberg, Ata Ghaderi
págs. 1127-1148
The effect of syllable-level hyphenation on reading comprehension: Evidence from eye movements.
Tuomo Häikiö, Timo T. Heikkilä, Johanna K. Kaakinen
págs. 1149-1159
Operational constraints on the mental rotation of STEM representations
Mike Stieff, Andrea Origenes, Dane DeSutter, Matthew Lira, Lukas Banevicius, Dylan Tabang, Gervacio Cabel
págs. 1160-1174
Enhancing physics learning with cognitively activating instruction: A quasi-experimental classroom intervention study
Sarah I. Hofer, Ralph Schumacher, Herbert Rubin, Elsbeth Stern
págs. 1175-1191
“A meta-analytic review of the relationship between epistemic cognition and academic achievement”: Correction to Greene et al. (2018)
pág. 1191
Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes
Mark J. Van Ryzin, Cary J. Roseth
págs. 1192-1201
